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An Inconvenient Truth About Science Education


by John L. Rudolph — February 09, 2007

The teaching of global warming is emerging as a hot-button issue in U.S. schools. One district has begun to treat the subject as something akin to evolutionary biology—a subject some feel is more conjecture than scientific fact. This raises important questions about how well science education in this country has prepared the public to deal with the science behind the leading socioscientific issues of our time. More content isn’t the answer. What’s needed is greater attention to how science is actually done in all its variety.


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Cite This Article as: Teachers College Record, Date Published: February 09, 2007
http://www.tcrecord.org ID Number: 13216, Date Accessed: 10/23/2017 2:13:50 AM

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About the Author
  • John Rudolph
    University of Wisconsin-Madison
    E-mail Author
    JOHN L. RUDOLPH is an associate professor in the Department of Curriculum and Instruction and a faculty affiliate of the Holtz Center for Science & Technology Studies at the University of Wisconsin-Madison. His recent work includes “Epistemology for the Masses: The Origins of ‘the Scientific Method’ in American Schools” in History of Education Quarterly and Scientists in the Classroom: The Cold War Reconstruction of American Science Education (Palgrave Macmillan, 2002). He is currently working on a book that examines the historical portrayal of scientific process in U.S. classrooms from the late 1800s through the 1980s.
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